In any educational process, the orientation function and the existence of orientation specialists is of major importance. There is a risk of making the orientation role too exclusive and limited to the moment of treatment, in which we find different moments, situations and cases that can or could be handled by any person related to the educational process. The orientation process should include everything from educational guidance to postscholar guidance and counseling, as well as experience of special education housing arrangements and institutions, aided by a professional consultant who should be on hand at any time for advice about verbal instruction, employment, job training and ocupational therapy in places other than the living quarters. To meet these objectives requires a very different orientation in many of todays institutions. They must modify and improve their actual condition, where possible, and give more importance to achievement rather than to strict regulations . In any case, orientation work does not yet have enough empirical and theoretical basis, at least in our country, and one important drawback is the lack of effective investigations on the results of psychotherapeutic treatment. We are still waiting for answers to such questions as: How effective is orientation with people receiving special education? and which methods are best and why?.